3 1.0 Introduction 1.1 General (a) These Primary School Design Guidelines state the specific design requirements and room inter-relationships applicable to the design of primary schools. 1.2 Design Guidance Suite (b) They should be read in conjunction with TGD-020 General Design Guidelines for Schools which describes the general design principles of school design (Primary and Post-primary), and TGD-021 Construction Standards for Schools. (c) This document, in conjunction with the other relevant design guidance (see below), is intended both as a design tool-kit for the Client* & Design Team and as part of a set of reference documents for the evaluation of design submissions. * In the case of Primary Schools, where the site is owned by the Department of Education and Skills, the Department is the client, but for the purposes of this document the term Client shall also encompass the School Authorities. (a) The Primary School Design Guidelines is part of a suite of Department of Education and Skills [DoES] design guidance documents for Primary and Post-primary schools which include: DoES Technical Guidance Document [TGD] DoES TGD General Design Guidelines for Schools 020 Construction Standards for Schools 021 Primary School Design Guidelines 022 Post-primary School Design Guidelines 023 Post-primary Fixed furniture Details 024 Post-primary Room Layouts Mechanical & Electrical Building Services Engineering 001 Guidelines for Temporary Accommodation School Buildings Mechanical & Electrical Building Services Engineering 002 Guidelines for Primary School Buildings Mechanical & Electrical Building Services Engineering 003 Guidelines for Post-primary School Buildings Information & Communication Technology (ICT) 004 Infrastructure Guidelines for Primary Schools Information & Communication Technology (ICT) 005 Infrastructure Guidelines for Post-primary Schools Energy Information Form 006 All of the above Guidance Documents are available on the Department of Education & Skills web-site at (b) This Suite of Design Guidance documents is intended to assist in the design and proper planning of buildings in response to the educational needs of a particular school as determined in the brief formulation process. Continued overleaf Pg 3

4 1.0 Introduction (continued) 1.2 Design Guidance Suite (continued) (c) These Guidelines and the other relevant documents in the Design Guidance suite should be read in conjunction with The Brief, The Design Team Procedures and All other DoES Technical Guidance Documents published on the Department s web-site. Always check the Department s web-site for the most up-to-date version. 1.3 Design Team Procedures (d) In applying these guidelines to projects, clients and design teams will be obliged to comply in full with the current Design Team Procedures, DoES Technical Guidance Documents and other guidance issued by the Department, except as stated in 1.4 Application below. (e) The above Suite of Design Guidance documents replace all previous Design Guidelines both Primary and Post Primary. (a) (b) The Design Team Procedures [DTPs] set out the scope of service for all consultants individually and collectively for all projects stating the requirements and principles for each stage of the design and construction process starting with Project Analysis, and proceeding through the design stages to Tender Documents, obtaining tenders, Construction and Final Account. The DTPs apply to all construction projects funded in part or in total by the Department of Education & Skills unless otherwise directed by the Department in writing. 1.4 Application (a) These Primary School Design Guidelines together with TGD-020 General Design Guidelines for Schools and TGD-021 Construction Standards for Schools apply to all Primary construction projects funded in part or in total by the Department of Education & Skills (unless otherwise directed by the Department in writing) where a decision to commence architectural design and planning has been confirmed in writing by the Planning and Building Unit. (b) The scope of the building project will be the schedule(s) of accommodation and other briefing instructions as agreed between the Client and the PBU. (c) Where it is proposed to construct a new school these guidelines and all associated documents in the suite of Design Guidance should be applied in full. Continued overleaf Pg 4

5 1.0 Introduction (continued) 1.4 Application (continued) (d) The dimensions and areas stated in this document and the schedule of new build accommodation apply to the new build portion of the project only. (e) In the case of existing school buildings, where an extension, conversion or renovation is proposed, a flexible pragmatic approach will be applied by the PBU. The dimensions areas and room designation in the existing building will be retained except where the PBU specifies otherwise (based on educational need). (f) In existing buildings the room, dimensions, and areas will be as specified in the Future Use of Existing Accommodation. 1.5 Further information (a) This document and all other Guidance Documents mentioned above are available on the Department of Education & Skills web-site at Always check the Department s web-site for the most up-to-date version. (b) For further advice on these guidelines or any other matters relating to this document, please contact: Department of Education and Skills, Planning & Building Unit, Portlaoise Road, Tullamore, Co. Offaly. Telephone: (057) Fax: (057) Pg 5

6 2.0 Project Brief 2.1 Brief (a) Each project will have an agreed written Brief setting out the scope of works and the Client s requirements for that project. Every brief will comprise (where applicable): (i) A Schedule of Overall Accommodation (ii) A Schedule of Future Use of Existing Accommodation (with room areas) (iii) A Schedule of Residual Accommodation (extensions to existing) (iv) A schedule of alterations to existing accommodation, where necessary for the implementation of that project only (if required) (v) A provisional Schedule of essential remedial works applicable to that project only (see also Design Team Procedures) (vi) A Cost Limit for New Build per square metre (if applicable). (b) In all cases the determination of the brief will be based on an assessment of overall medium-to-long term educational need, and the capacity and suitability of existing accommodation to provide for this need. (c) For Primary School projects, this brief is determined by the Planning and Building Unit [PBU], in agreement with the relevant School Authority as follows: (i) The School Planning Section of the Planning and Building Unit [PBU] first determines the projected long-term enrolment for the school. (ii) Then based on the current design guidelines, staffing levels, and current area norms, the School Planning Section determines a Schedule of Overall Accommodation. (iii) The PBU then assesses the Educational Suitability of the existing accommodation and prepares both a Schedule of Future Use of Existing Accommodation and a Provisional Schedule of Alterations & Remedial works (if applicable). (iv) The deficit in accommodation (i.e. the difference between the Schedule of Overall Accommodation and the Schedule of Future Use of Existing Accommodation) is called the Schedule of Residual Accommodation and the total area indicated is the Total Floor Area (area limit) of new build to be funded. (v) The Schedule of Residual Accommodation plus the Future Use of Existing Accommodation, plus the Provisional Schedule of Alterations & Remedial works (if applicable) and the applicable cost limit all form part of the brief for the project. (d) The Project Brief setting out the scope of works must be agreed in writing by both the School Authority and the Planning & Building Unit before the appointment of Design Consultants, and before commencement of Stage 1 Preliminary Design. Continued overleaf Pg 6

8 3.0 Planning a Primary school 3.1 Introduction (a) This guidance document, together with TGD-020 General Design Guidelines for Schools and the schedules of accommodation, should be used as a starting point for developing a design specific to the school. (b) The Schedule of Overall Accommodation, Schedule of Future Use of Existing Accommodation and Schedule of Residual Accommodation (extensions to existing) lists the accommodation to be provided (refer to 2.0 the Brief for description of how these schedules are determined). (c) TGD-020 General Design Guidelines for Schools describes the general design principles for schools (both Primary and Post-primary) including the Design Philosophy, the Built Environment, Health & Safety, Building Location & Orientation, Universal Access, Security, External Circulation and the general principles applying to the internal layout. (d) This document provides detailed information on the spaces required (both internal and external), their area, height and any special requirements applicable to those spaces. 3.2 Curriculum (a) The Primary School Curriculum 1999 incorporates current educational thinking and effective pedagogical practices. Its implementation has represented an exciting opportunity for change and renewal in primary schools. It celebrates the uniqueness of the child and provides a structured national framework that aids teachers in planning the learning experiences most useful to the child at the various stages of his or her development. It is designed to cater for the needs of children in the modern world. (b) Building upon the child-centred philosophy of Curaclam na Bunscoile (1971), the 1999 curriculum incorporates new learning objectives and embraces new approaches and methodologies. Its design reflects six curriculum areas: Language, Mathematics, Arts Education, Physical Education, Social Environmental & Scientific Education (SESE) and Social Personal & Health Education (SPHE). (c) The Primary Curriculum articulates a progressive and developmental learning experience for children as they proceed up through the primary school. It is laid out at four levels - infant classes, first and second classes, third and fourth classes and fifth and sixth classes. 3.3 The School timetable (a) In agreement with the education partners a standardised school year is implemented in Irish primary schools. The minimum number of teaching days per school year is 183 full school days. Generally, schools close for summer vacation during the complete months of July and August. Schools currently also have breaks of two weeks off during both Christmas and Easter and two shorter mid-term breaks of up to five working days at Halloween and in February. (b) A full school day comprises a period of not less than five hours and forty minutes. Schools are permitted to reduce the school day by one hour for children in infants and first class where desired. In order to meet the needs of the communities which they serve schools can, with some flexibility, determine the start time within their daily timetable while maintaining the integrity of the school day. (continued overleaf) Pg 8

9 3.0 Planning a Primary school (continued) 3.3 The School Timetable (continued) A possible version of a full day in one school, for example, may be 9.20 am to 3.00pm, while others may be 8.50am to 2.30pm or 9.00am to 2.40pm 3.4 Areas and heights 3.5 Wall to floor ratio 3.6 Grouping of spaces (a) The areas of all spaces in the Schedules of Accommodation are net areas, measured to the internal faces of the enclosing walls. The Total Floor Area (area limit) in the schedules is the total of all enclosed floor space measured to the internal faces of the enclosing walls and corresponds with the National Standard Building Elements definition. (b) Ceiling heights should be considered in the context of the size and function of the space and should take into account the physical environment within that space. In larger rooms such as the General Purpose room the height should be in proportion to the size and take into account the function and any special requirements. (c) The minimum finished floor to ceiling height for all teaching spaces is 3.0m except those shown in the room data sheets and room layouts or as required for the proportion of a room. (a) The wall to floor ratio is one measure of the cost efficiency of a building layout (the lower the wall to floor ratio the more efficient the building layout). (b) Designers should balance the need to minimise the wall to floor ratio (for efficiency of layout and cost reasons) with the educational, planning and design requirements as set out in this document and TGD-020 General Design Guidelines for Schools. (a) Spaces can be broadly described as Teaching and Learning spaces (including the General Purpose Room), Administrative spaces and Ancillary spaces. (b) Teaching and Learning spaces should be given priority with regards orientation, daylight and ventilation. (c) The following rooms/spaces are frequently used by visitors/community and should be located so that it is not necessary to enter the general teaching areas most frequently used by students: Principal s Office (if in schedule of accommodation). General Office. General Purpose Room. Multi Purpose Room. 3.7 Circulation (a) The design solution for the school should ensure ease of circulation and orientation for students, staff and visitors. On accessing the school via any entrance, it should be possible to move to any point in the school without meeting an area of congestion. The minimum clear width of corridors shall be 1.8m. (continued overleaf) Pg 9

10 3.0 Planning a Primary school (continued) 3.8 Circulation (continued) (b) Where a public access balcony is provided, designers in determining the balustrade height, should consider the risk associated with projectiles [school bags, books, and pupils] being dropped over the handrail. A height of not less than 1,400mm is recommended. (c) Entrance lobbies should be secure controlled lobbies with a door control mechanism provided to the internal access doors of the lobby. Matwell/ matting carpet should be provided to the main front and rear entrance lobbies. 3.8 Construction programme 3.9 Sample Room Layouts (a) Where construction work is being carried out on the same site as an operational school or portion of that school, and such work is unavoidable, particular care should be taken to minimise disruption to the school curriculum. Consideration must be given to the School s policy on Health and Safety in planning and organising this construction activity. (b) The Construction programme must also take account of the internal school timetable. Tasks that are likely to be disruptive should be programmed to be carried out outside school hours or during holidays. (c) Refer also to Health and Safety sections in the Design Team Procedures (a) Sample layouts of the following rooms are appended to this document. These Room Layouts are recommended as best practice, if the Design Team decides not to use these layouts then the Design Team must demonstrate to the Department s satisfaction that any alternative layout meets with the Department s guidelines. Classroom including WC & storage Library/ Resource Room Administration / general office Principals office Kitchenette unit details (b) These layouts may have been amended or up-dated subsequent to the last revision date of this document. The most up-to-date version can be found on the Department Web-site at (c) Further examples of these layouts or other sample room layouts may also be added to the web-site so designers should regularly check the web for the up-to-date list. (d) Where a designer uses an alternative layout or where a room layout is not given, the width to length ratio shall provide comfortable and flexible usage of the space. (e) Where alternative room layouts to those in the Department s website are offered, the designer shall demonstrate the suitability of such layouts and how the same functionality, or better, is being achieved. (f) In all cases (whether a Sample Room Layout is available or not) the guidance provided in this document on teaching spaces, administrative spaces, ancillary spaces and the General Purpose room shall also apply. Pg 10

11 4.0 Room Data Sheets 4.1 Application (a) Room data sheets are provided for all spaces including Teaching, Administrative, and Ancillary Spaces. General requirements applicable to all or most rooms are listed below. These requirements are deemed to apply unless otherwise stated in the relevant data sheet. 4.2 Schedule of Rooms 4.3 General requirements (a) The following is a schedule of Primary School rooms for which data sheets are provided. (The number and size of rooms varies depending on the number of Classes and Teachers.): Room Description 1 General Classroom(s) incl WC s & Storage 3 General Purpose Room (Junior & Senior) 4 General Purpose Room Servery 5 PE Equipment Store 6 Toilets associated with GP Room 7 Library and Resource Area 8 Multipurpose Room 9 Special Education Teacher [SET] Room(s) 10 Administration / General Office 11 Teachers/Staff Room 12 Principal s Office 13 Adult toilets incl. Universal Access with shower 14 General Storage incl. Safe, Cleaners, & External 15 DCC 16 Electrical 17 Boiler House Design Considerations (a) Natural day lighting should be exploited when designing rooms, to minimise the dependence on artificial lighting. Glare must be avoided. Windows for teaching spaces should have a horizontal vista. See TGD-020 General Design Guidelines for Schools (Primary and Post-primary). (b) (c) (d) Ventilation should be natural ventilation by means of permanent wall vents and windows with opening sections. Vents should contain baffles for noise, wind and rain. See also TGD-020 General Design Guidelines for Schools (Primary and Post-primary). The ventilation area provided through permanent vents (whether in walls or windows) and opening sashes shall meet/ exceed the current Technical Guidance Documents to the Building Regulations, and shall be designed to suit the class environment having regard to the high levels of occupancy generally. Windows generally should be double glazed, easy to clean and maintain, and have high and low level opening sashes. The position and size of opening window sashes must take into account ease of operation, natural ventilation requirements and maintain an adequate level of safety. Stays or restrictors should be used on all opening windows both high and low level. Doors should be easy to open and close. Care should be taken in the design of the door, frame, and opening mechanism to protect against injury to fingers, etc. An adequate glazed viewing panel in the solid core door from all rooms to the corridors should be provided for the benefit of small children. Pg 11

12 4.0 Room Data Sheets (continued) 4.3 General Requirements (continued) (e) (f) A good quality daylight distribution is required in each room with the average day lighting factor for each room to be in the range 4.5 to 5.5% with the emphasis on an even light distribution throughout the space. A schedule of all rooms and associated daylight factor is to be provided. All spaces should have the benefit of 1/3 high and 2/3 low level natural ventilation opening sections in the windows. Tilt and turn windows are not appropriate. The window design with respect to geometry and opening sections must be based on overheating calculations which should take into account the air tightness standard. Adequate natural ventilation should be achievable without draughts. Security (g) Refer to DoES TDG-020 General Design Guidelines for Schools (Primary & Post-primary) Acoustics (h) The objective is to provide acoustic conditions in schools that (a) facilitate clear communication of speech between teacher and student, and between students, and (b) do not interfere with study activities. Refer also to TGD- 020 General Design Guidelines for Schools for performance standards on Indoor Ambient Noise Levels, Rain Noise, Airborne Sound Insulation between Spaces, Impact Sound Insulation of Floors, and Reverberation in Various Spaces. Finishes (i) Floor finishes must safe, hardwearing and suitable for their intended use. Designers should consider the Health and Safety implications of the selected flooring (e.g. non-slip, chemically resistant, etc.) and in particular the risks associated with junctions between surfaces with different slip resistances. Floor finishes will normally be a sheet flooring consistent with the room s use and Health & Safety considerations (j) Wall finishes generally to be durable, resistant to wear & easily cleaned Mechanical & Electrical Building Services Engineering (k) Refer to DoES TGD-002, 004 & 006 Mechanical & Electrical Building Services Engineering Guidelines (l) Provisions for Information and Communications Technology (ICT) should be in accordance with TGD-004, Information & Communication Technology (ICT) Infrastructure Guidelines for Primary Schools. Furniture & Fittings (m) Fixed furniture and fittings (e.g. sink & units to wet areas, hat & coat hooks and rails, kitchenette units, translucent blinds, shelving, etc.) are described in the relevant Room Data Sheets and are part of the Building Contract. White boards and notice boards shown on the typical room layouts are deemed to be fixed furniture and are part of the Building Contract. (n) Loose furniture and equipment (e.g. tables, desks, chairs, Soap or Towel dispensers, bins etc.) are not part of the Contract. Pg 12

13 4.0 Room Data Sheets (continued) 4.4 Classrooms (Page 1 of 3) Sample Room Layout Area Min clear height TGD 022 D01 & D02 80 m 2 incl. WCs & Storage 3.0 m Classrooms (a) Classrooms are used for whole-class, group and individualised teaching and learning in general across the subjects of the curriculum. For pupils, the classroom environment is very important. The shape of the classroom and interior areas, the colour scheme of the walls, the layout of furniture and flooring, the amount of light, and the room arrangement will all influence how pupils learn. (b) The orientation of Classrooms and their location relative to the external environment must be considered in the planning of the school. Glare must be avoided where practicable or controlled by means of translucent blinds. Refer also to TGD-020 General Design Guidelines for Schools 4.4 Passive Energy (c) A floor to ceiling height of 3.15m (e.g. multiple of standard concrete block size) is required, taking into account an even distribution of natural light and natural ventilation across the whole floor area of the room. (d) In designing the Classroom the class group that will use the room (agreed in conjunction with the school authority) should be taken into account. Careful consideration should be given to the activity zones within teaching spaces, and to the positions of chalkboards, white and green boards, and pinboards. The position of these boards should be determined at design stage and should not conflict with the location of surface mounted services. (e) Due consideration should also be given to the room furniture layout so that a number of flexible layout options are available for consideration and discussion with the School Management. (f) A suitable water-resistant, durable, easy clean sheet vinyl/linoleum/rubber floor finish should be used with a slip resistance of R09 to DIN: Classroom Storage Area (g) Storage in classrooms should be provided in presses associated with the space and within the overall classroom area limit. A separate classroom storage room is not recommended. (h) Each Classroom should be provided with a main storage unit containing a minimum of 11000mm of 600mm deep heavy duty adjustable shelving and 11000mm of 300mm deep heavy duty adjustable shelving. In addition 4000mm of 300mm deep shelving should be provided, this can be a separate open shelving unit or form part of the overall storage unit. No part of the shelving should be greater than 2200mm above FFL. (i) The main storage area shall be designed so that it can be screened off from the Classroom area by means of sliding doors or other similar arrangement. The layout should allow for some lockable doors. The door surfaces should be suitable for hanging posters, artwork, teaching materials, etc. Continued overleaf Pg 13

14 4.0 Room Data Sheets (continued) 4.4 Classrooms (continued) (Page 2 of 3) Cloaks (j) Each Classroom should have a dedicated space of not less than 3.0 linear metres for the storage of cloaks. It should include a rail with 30 coat hooks easily reachable by the pupils of that age group (fixed 750mm 900mm above FFL) and sufficient space in front to allow for putting on or taking off the coats without obstructing circulation. (k) The cloak space should be so located that it doesn t interfere with the operation of the space within the class or any teaching activity zone. The consequences of storing wet or damp coats should also be considered in the design and location of the Cloaks Area. IT Area (l) Each Classroom shall have an I.T. or Computer area designed to accommodate five workstations. This area should be located and arranged so as not to be a distraction to other teaching activities. Note: I.T. facilities shall be provided on the teaching wall. Refer to sample room layout TGD022 D01 & D02 appended to this document and available on the Department website. (m) Refer also to DoES TGD 004 Information and Communication Technology (ICT) Infrastructure Guidelines for Primary Schools. Wet Area (n) Each Classroom shall have a wet play area. The wet area serves to support the teaching of a number of subjects such as arts and crafts, nature, science, etc. (o) It should contain a floor mounted kitchenette unit at least 3200mm long x 600mm deep x 760mm high (closed off with unit doors) with 1500 x 500mm stainless steel double bowl double drainer sink & single swivel on/off mixer tap (refer to TGD 002) with 3200mm x 300mm high tiled splash back above unit. Mains drinking water should be provided at sink. (p) The worktop height should be 760mm for all classrooms (including Junior and Senior Infants). En-Suite Toilets (q) 2 WCs should be provided en-suite to each classroom. These toilets should, unless unavoidable, be located on an external wall. (r) They must be adequately and naturally ventilated to the external air, directly or ducted. (In addition to any openable window). (s) The doors should be easy to open and close (with pull-handles on the lobby doors at low level suitable for children). Internal W.C. doors may be undercut to assist air movement. Door transfer grilles are not permitted. (t) All lockable doors should have an external thumb-turn override. (u) Toilets for all Classrooms should be separated by a full height partition and accessed via separate lobbies. Continued overleaf Pg 14

15 4.0 Room Data Sheets (continued) 4.4 Classrooms (continued) (Page 3 of 3) (v) One wash-hand basin [WHB] incorporating a single low pressure drop antiscald percussion spray tap per WC is required. It is recommended that all W.C pans (including those for Junior and Senior Infants) be standard height pans. (w) All lobbies must also be adequately naturally ventilated to the external air. (x) The provision for hand drying facilities shall be paper towel or cotton/linen towels. Hand dryers are not permitted. The toilets should have adequate space for disposable hand towel dispensers and a refuse bin for the disposal of paper towel. (y) Hand towel dispensers, soap dispensers and refuse bin are loose furniture and fittings and are not part of the construction contract. Mirrors, toilet roll holders, and grab-rails to Universal Access W.C.s are part of the contract. (z) A suitable water-resistant, durable, easy clean sheet vinyl/linoleum/rubber floor finish should be used with a slip resistance of R10 to DIN: Finishes (aa) Refer to 4.3 General Requirements, and to TGD-021 Construction Standards for Schools and also to sample room layout TGD022 D01 & D02 appended to this document and available on the Department website. Mechanical & Electrical Building Services Engineering (bb) Refer to Mechanical & Electrical Building Services Engineering Guidelines DoES TGD-002, 004 & 006 and to sample room layout TGD022 D01 & D02 appended to this document and available on the Department website. Furniture & Fittings (cc) Refer to 4.3 General Requirements and also to sample room layout TGD022 D01 & D02 appended to this document and available on the Department website. Pg 15

16 4.0 Room Data Sheets (continued) 4.5 Library/ General Resource Area Sample Room Layout Area Min clear height TGD 022 D03 & D04 60 m m Design Considerations (a) The Library/General Resource Area comprises 2 interlinked rooms capable of use as a single space. There should be a (45db) acoustic folding partition between each functional area. (b) Windows with a horizontal vista should be provided in both functional areas. Glare must be avoided where practicable or controlled by means of translucent blinds. See also TGD-020 General Design Guidelines for Schools (c) Both the Library and the General Resource area may be used for a variety of supplementary teaching and learning purposes and other uses. The Designers should consult with the School Board of Management to ascertain the intended uses, but should also ensure that the design is flexible enough to cater for unforeseen activities. (d) When designing the Library/General Resource Area, due consideration should be given to the room furniture layout so that a number of flexible layout options are available for consideration and discussion with the School Management. Special Requirements (e) The Resource Area should have an I.T. or Computer area designed to accommodate 6 work stations. This area should be located and arranged so as not to overly distract from other activities. (Refer to the DoE&S TGDs and to sample room layout TGD022 D03 & D04 appended to this document and available on the Department website). Finishes (f) Refer to 4.3 General Requirements, and to TGD-021 Construction Standards for Schools (Refer to sample room layout TGD022 D03 & D04 appended to this document and available on the Department website). Mechanical & Electrical Building Services Engineering (g) Refer to Mechanical & Electrical Building Services Engineering Guidelines DoES TGD-002, 004 & 006 and also to sample room layout TGD022 D03 & D04 appended to this document and available on the Department website. Furniture & Fittings (h) Refer to 4.3 General Requirements and also to sample room layout TGD022 D03 & D04 appended to this document and available on the Department website Continued overleaf Pg 16

17 4.0 Room Data Sheets (continued) 4.6 Multi- Purpose Room Sample Room Layout Area Min clear height n/a As schedule 2.7 m Design Considerations (a) This Room may be used as a A Medical Inspection Room A Psychologist s Room, Teacher /Parent Interview Room, A Special Education Tuition Room (depending on school size), Staff Room (depending on school size). (b) The Multi-Purpose Room should ideally be located near the main entrance to the school and the administration area, in order to facilitate the above functions. The design and layout of the room should facilitate eye and ear testing programmes. The room may also, from time to time, be used as a Sick Bay and a section should be provided within the room for this, with space for a bed/bench. (c) A floor to ceiling height of 2.7m is required, taking into account an even distribution of natural light and natural ventilation across the whole floor area of the room. (d) Windows with a horizontal vista should be provided. See also TGD-020 General Design Guidelines for Schools Acoustics (e) A high level of acoustic separation between adjoining spaces will be required to facilitate psychological assessments and hearing tests. Refer to 4.3 (h) General Requirements, and to TGD-021 Construction Standards for Schools Special Requirements (f) To facilitate medical inspections, the room should be provided with a sink (single bowl, single drainer), worktop, and storage presses. Mains drinking water and hot water should be provided at the sink, see Drawing No. TDG 022 D07 appended to this document and available on the Department website. Finishes (g) Refer to 4.3 General Requirements, and to TGD-021 Construction Standards for Schools see also Drawing No. TGD022 D07 appended to this document and available on the Department website (h) A suitable water-resistant, durable, easy clean sheet vinyl/linoleum/rubber floor finish should be used with a slip resistance of R09 to DIN: Mechanical & Electrical Building Services Engineering (i) Refer to Mechanical & Electrical Building Services Engineering Guidelines DoES TGD-002, 004 & 006 Furniture & Fittings (j) Refer to 4.3 General Requirements and also see Drawing No. TGD022 D07 appended to this document and available on the Department website (k) The room design and layout should facilitate the provision of a desk and chair, a suitable table and chairs for interviewing and filing cabinets for record storage, if required. Pg 17

18 4.0 Room Data Sheets (continued) 4.7 Special Education Teacher [SET] Support Room Sample Room Layout Area Min clear height n/a As schedule 2.7 m Function (a) In addition to the allocation of special needs assistants within classrooms, there may be a number of types of teaching posts allocated to meet the supplementary learning needs of some pupils. These can include Learning Support Teachers, Resource Teachers, Visiting Teachers and other supplementary services, Home School Community Liaison coordinators, Early Start personnel and coordinators now working under the DEIS initiative of the Department. The school may also have Speech & Language services provided by external personnel. (b) Support teachers such as learning support teachers and resource teachers can provide additional teaching support for pupils in the mainstream classroom in collaboration with the class teacher. They may also provide more intensive and focused tuition for small groups of pupils in a separate smaller room, to be known as the Special Education Tuition room. (c) Some children enrolled in mainstream primary schools may have significant physical or mental difficulties and/or learning needs. In accordance with their assessed needs, these children may be enrolled in a mainstream class or in a special class established by the board of management in the school. Where separate dedicated accommodation is required this will be as listed in the Schedule of accommodation. (d) Where the Department has approved a specialist teacher allocation, the design should take account of the provisions below Design Considerations (e) The Special Education Tuition room should be located near the Multi- Purpose Room. In all instances support teachers will use the Multi-Purpose Room as an office when necessary. Confidential documents should be kept in the General Office. (f) Special Education Tuition rooms are teaching spaces and their orientation and location should be considered in that context. Refer also to TGD-020 General Design Guidelines for Schools 4.4 Passive Energy (g) In designing Special Education Teacher Rooms consideration should be given to the room furniture layout so that a number of flexible layout options are available for consideration and discussion with the School Management. (h) Windows with a horizontal vista should be provided. See also TGD-020 General Design Guidelines for Schools Finishes (i) Refer to 4.3 General Requirements, and to TGD-021 Construction Standards for Schools Mechanical & Electrical Building Services Engineering (dd) Refer to Mechanical & Electrical Building Services Engineering Guidelines DoES TGD-002, 004 & 006 Furniture & Fittings (j) Storage for confidential documents and files for the Specialist Teachers listed above shall be provided in the General Office. Pg 18

19 4.0 Room Data Sheets (continued) 4.8 Administration / General Office Sample Room Layout Area Min clear height TGD022 D05 As schedule 2.7m / 3.0 m Design Considerations (a) The General Office is the first point of contact for all the visitors and should be located near the main entrance and easily visible from the entrance doors. There should be a clear line of vision to the main entrance from the office. It should be located near to the Principal s office but not necessarily directly accessed from it. (b) The General Office should have a secure counter hatch opening directly to the Entrance Foyer for queries from visitors or students. The counter and hatch opening should facilitate wheelchair users and should be located so that a group of people waiting at the hatch/counter are out of the main circulation route and will not obstruct circulation through the school. (c) A Waiting Area in the Entrance Foyer off the main circulation and adjacent to the General Office should be provided. Special Requirements (d) A glazed viewing panel between the Office and the Entrance Foyer must be provided. A glazed panel should also be provided in the solid core door to the corridor. (e) A Door Control Mechanism shall be provided to control the internal access doors of the entrance lobbies operated via the administration office or Principal s Classroom. The control mechanism shall be located so that visual contact between the controller and the door is possible. (f) A panic alarm point shall be provided linked to the intruder alarm system (if one is to be provided). (g) A PABX system shall be installed in the general office, and be capable of taking a minimum of three exchange lines and extension to the Principal s Office or Classroom, Staff Room. Refer to DoES TGD-002, 004 & 006 Mechanical & Electrical Building Services Engineering Guidelines Finishes (h) Refer to 4.3 General Requirements, and to TGD-021 Construction Standards for Schools and also to sample room layout TGD022 D05 appended to this document and available on the Department website Mechanical & Electrical Building Services Engineering (i) Refer to Mechanical & Electrical Building Services Engineering Guidelines DoES TGD-002, 004 & 006 and also to sample room layout TGD022 D05 appended to this document and available on the Department website Furniture & Fittings (j) The design of the General Office should facilitate the following: a photocopier, general filing, filing cabinets, roll books, confidential documentation storage, Public Address System, etc. Refer to 4.3 General Requirements and also to sample room layout TGD022 D05 appended to this document and available on the Department website Pg 19

20 4.0 Room Data Sheets (continued) 4.9 Teachers/ Staff room Room Layout Area Min clear height n/a As schedule 2.7m / 3.0 m Design Considerations (a) The Teachers/Staff Room should be located near the reception/general office area. (b) Members of the public should not be able to gain direct access to this room without first reporting to the reception. (c) The staff room is an integrated social and work area. The separation of these functions can be achieved by the arrangement of furniture. The emphasis on the design and furniture layout is relaxation and an area with easy chairs etc., should be provided. (d) An area for computers should be integrated with the normal work area. Lockers when provided should not be intrusive. Refer also to DoES TGD 004 Information and Communication Technology (ICT) Infrastructure Guidelines for Primary Schools (e) Provision for a staff telephone should be included. Special Requirements (f) The Teachers/Staff Room should be fitted out with built-in kitchen units, see Drawing No. TDG 022 D07 appended to this document and available on the Department website. Finishes (g) Refer to 4.3 General Requirements, and to TGD-021 Construction Standards for Schools (h) A suitable water-resistant, durable, easy clean sheet vinyl/linoleum/rubber floor finish should be used with a slip resistance of R09 to DIN: Mechanical & Electrical Building Services Engineering (i) Refer to Mechanical & Electrical Building Services Engineering Guidelines DoES TGD-002, 004 & 006 and see Drawing No. TDG 022 D07 appended to this document and available on the Department website. Furniture & Fittings (j) The room should not be used for the storage of sensitive materials etc. These should be stored in the General Office. (k) Refer to 4.3 General Requirements and see Drawing No. TDG 022 D07 appended to this document and available on the Department website. Continued overleaf Pg 20

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